A consensus statement on critical thinking

ArticleinJournal of Nursing Education 39(8):352-9 · December 2000with616 Reads
Source: PubMed
Abstract
The purpose of this study was to define critical thinking in nursing. A Delphi technique with 5 rounds of input was used to achieve this purpose. An international panel of expert nurses from nine countries: Brazil, Canada, England, Iceland, Japan, Korea, Netherlands, Thailand, and 23 states in the U.S. participated in this study between 1995 and 1998. A consensus definition (statement) of critical thinking in nursing was achieved. The panel also identified and defined 10 habits of the mind (affective components) and 7 skills (cognitive components) of critical thinking in nursing. The habits of the mind of critical thinking in nursing included: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection. Skills of critical thinking in nursing included: analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge. These findings can be used by practitioners, educators and researchers to advance understanding of the essential role of critical thinking in nursing.
    • "They often make decisions without the chance to change their mind. These decisions are dependent upon the nurses' ability to utilize cognitive processes to determine what care is needed (Scheffer & Rubenfeld, 2000). "
    [Show abstract] [Hide abstract] ABSTRACT: Nursing students are required to pass a licensure exam before they can practice. Many schools use commercially provided material to prepare students, results from which are considered predictive for outcomes at the board exams. The subject of this study is a group of faculty, administrators and students at one career college and their experience with Health Education Systems Incorporated (HESI) exit exams in which, despite those students achieving scores which should have predicted success at the board exams, they actually resulted in failure. The student participants described their experience with the college curriculum, testing procedures, their faculty, the HESI question structure, postcollege review study, if any, and how well prepared they were for the board exams as a result of the college using HESI exams. The faculty and administrator participants discussed staffing and retention, admissions testing policy, curriculum design, and exam question writing. General themes to emerge were poor admissions policy, excessive faculty turnover, and lack of preparedness by the faculty. Students considered the style of questions in the curriculum and in the HESI exams did not prepare them for the board exam’s style of questions. Elsevier, the company that produces HESI content, stated that their test questions are written to mimic board exam question style. The students recognized that a remediation course was invaluable. Future studies could concentrate on a larger and more diverse nationwide group of students who exceed HESI benchmarks but fail the board exams and how the use of rigorous admissions policies coupled with introduction of adaptive questions during coursework policies might better identify students who are at risk of being unsuccessful on board exams.
    Full-text · Thesis · Jul 2016 · Journal of Advanced Nursing
    • "The nurses determined the problem in the context of the situation. Critical thinking is the link between knowledge identification and judgment formulation , and is the act of cognitively analyzing, reasoning, predicting , and transforming knowledge (Scheffer & Rubenfeld, 2000). Judgment formulation. "
    [Show abstract] [Hide abstract] ABSTRACT: Nurses seek to understand better what practicing with wisdom means and how to apply wisdom to practice; however, the experience of wisdom in nursing has not been well defined or researched. This study was designed to understand how emergency department (ED) nurses construct the meaning of wisdom within the culture of clinical nursing practice. Using Charmaz’s constructivist grounded theory methodology, we developed a preliminary theory capturing the experience of wisdom in practice. The core theoretical model focuses on two juxtaposed processes, technical and affective, and is grounded in expertise. Significant findings were the recognition of affective categories, such as emotional intelligence, required to practice using wisdom. Results reinforce and extend the current wisdom literature and provide a new perspective on wisdom in practice in a nursing context.
    Full-text · Article · May 2016
    • "They were doing their tasks the way others did by following their co-workers, preceptors and written documents without further reflection. Critical thinking is a reasoning process encompassed by habits of mind and cognitive skills (Scheffer & Rubenfeld 2000). It is a process, which evolves and refines with clinical experience (Benner 1984). "
    [Show abstract] [Hide abstract] ABSTRACT: AimTo advance evidence on newly graduated nurses' use of knowledge sources. Background Clinical decisions need to be evidence-based and understanding the knowledge sources that newly graduated nurses use will inform both education and practice. Qualitative studies on newly graduated nurses' use of knowledge sources are increasing though generated from scattered healthcare contexts. Therefore, a metasynthesis of qualitative research on what knowledge sources new graduates use in decision-making was conducted. DesignMeta-ethnography. Data sourcesNineteen reports, representing 17 studies, published from 2000-2014 were identified from iterative searches in relevant databases from May 2013-May 2014. Review methodsIncluded reports were appraised for quality and Noblit and Hare's meta-ethnography guided the interpretation and synthesis of data. ResultsNewly graduated nurses' use of knowledge sources during their first 2-year postgraduation were interpreted in the main theme self and others as knowledge sources,' with two subthemes doing and following' and knowing and doing,' each with several elucidating categories. The metasynthesis revealed a line of argument among the report findings underscoring progression in knowledge use and perception of competence and confidence among newly graduated nurses. Conclusion The transition phase, feeling of confidence and ability to use critical thinking and reflection, has a great impact on knowledge sources incorporated in clinical decisions. The synthesis accentuates that for use of newly graduated nurses' qualifications and skills in evidence-based practice, clinical practice needs to provide a supportive environment which nurtures critical thinking and questions and articulates use of multiple knowledge sources.
    Full-text · Article · Feb 2016
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